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Twin Valley reports high Algebra I Keystone pass rate, plans to expand Algebra sections
Summary
District administrators told the board that 56 eighth‑grade students took the Algebra I Keystone; 54 passed (47 advanced, seven proficient, two basic) and the district will create three Algebra I sections next year and a department plan to identify students for earlier acceleration.
Twin Valley School District administrators on Monday told the board that the district's middle‑school Algebra I cohort performed strongly on the state Keystone assessment and that officials plan to expand access to Algebra I next year.
"Of those 56 students, 54 of them passed the assessment," district curriculum lead Dr. Lozius said during the Committee of the Whole meeting. She added that 47 students scored at the advanced level and seven were proficient. Dr. Lozius warned these figures reflect the district's internal calculations and that official state data for 2024–25 had not yet been released.
The administration said it will offer three Algebra I sections in the upcoming school year and work across grades 7–12 to develop a standard operating procedure to identify students who are ready to accelerate into Algebra I earlier than usual. Board members asked whether geometry is offered to eighth graders and whether accelerated students could earn high‑school credit; Dr. Lozius said earlier placement and credit options are under review and that credit‑bearing arrangements may not count toward GPA in some cases.
Board members asked for more detailed grade‑level breakdowns, and the administration agreed to supply the same segment‑level Keystone numbers for grades 7, 9, 10 and 11 and to include that data in the board letter ahead of a fuller presentation planned after the district receives state‑verified results.
The administration also discussed outreach and placement communications, saying counselors will notify families about course selection and placement decisions once the department finalizes the plan.
Next steps: the district will bring a formal plan and the full 2024–25 state assessment figures to a future board meeting for action and possible schedule adjustments.
